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ABSTRACT Well‐being is increasingly recognized as a key psychological construct of success and persistence in second language (L2) learning, yet limited research has examined how individual psychological‐emotional resources interact to shape it. To bridge this gap, this study explores how L2 grit and self‐efficacy influence L2 learners’ well‐being, with resilience acting as a potential mediator. Survey responses from 510 EFL learners in Türkiye were analyzed using Partial Least Squares Structural Equation Modeling (PLS‐SEM) to examine the proposed relationships. Key findings showed that L2 grit positively predicted both resilience and well‐being, with resilience independently contributing to well‐being and partially mediating the relationship between L2 grit and well‐being. In contrast, self‐efficacy did not significantly predict either resilience or well‐being, challenging prevailing theoretical expectations. The study reveals that perseverance and adaptive coping significantly contribute to L2 learners’ well‐being, implying that fostering L2 grit and resilience may enhance learners’ engagement and satisfaction. This research contributes to the growing positive psychology movement in second language acquisition (SLA) and offers practical strategies for promoting learner flourishing.
Şafak Uçmaz (Mon,) studied this question.